The purpose of this action research was to investigate whether a noticeable difference in student performance could be identified when using end of unit assessments versus smaller frequent assessments after a lesson. The researcher conducted this study in a high school general education classroom with five sections of an American History course. The action research project took the scores from three standards and compared the results of all students who took the assessment after a lesson for one unit as well as at the end of a unit for the other unit. The findings showed a trend of students preforming better in frequent assessments however the results were insignificant. The research was conducted in order to guide the researcher in future assessment practices as they work to improve student learning.